| Summary: | 碩士 === 國立新竹教育大學 === 人資處課程與教學碩士班 === 101 === Abstract
The purpose of this research was to explore the impact of integrating different WebQuest cooperative learning models on self-regulated learning strategies,learning performances, and learning satisfaction to senior elementary school students. The participants in the study were two fifth-grade classes in an elementary school in Hsinchu County.The experimental group in the study was adopted JigsawIV model, and the control group was adopted Learning Together model.The study compared the differences between experimental and control groups regard self-regulatd learning strategies by using 「Self-regulated Learning Scale」, and compared the differences of leanring performances by using「Task score table」, and compared the differences of learning satisfactionby using 「Learning- feedbacksheet」.The main results found in the study are：Both JigsawIV model and Learning Togethermodel had positive effects on student’s use of self-regulatd learning strategies. However, no significant difference was found between different cooperative learning models.JigsawIV model was significantly better than Learning Together model in retelling tasks and creative product tasks regards to students’ learning performances.However, no significant difference was found between two different cooperative learning models in judgment product tasks.Additionally,leanring performances of creative product tasks were significantly better than retelling tasks, as well as judgmentproduct tasks.Overall, students who received JigsawIV model got higher scores than those received Learning Together model in terms of their Learning satisfaction. Based on the results, the researcher suggests using WebQuest as the learning framework to enhance student self-regulated learning strategies, and also suggests adopting different cooperative learning models to imporve learning performances.
Keywords：WebQuest, self-regulatdlearning strategies,JigsawIV, Learning Together , cooperativelearning
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